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Action in Teacher Education Volume 43, 2021 - Issue 4
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Empirical and Conceptual Studies

Ripple Effects: How Teacher Action Research on Culturally Relevant Education Can Promote Systemic Change

Hillary Parkhousea Virginia Commonwealth UniversityCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-4785-501XView further author information
ORCID Icon,
Julie Gorlewskib University at Buffalo, the State University of New YorkORCID Iconhttps://orcid.org/0000-0002-6260-004XView further author information
ORCID Icon,
Jesse Senechala Virginia Commonwealth UniversityView further author information
&
Chu Yi Lua Virginia Commonwealth UniversityView further author information
Pages 411-429 | Received 20 Mar 2020, Accepted 21 Feb 2021, Published online: 16 Mar 2021

Citations (7)

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Read on this site (5)

Kevin L. Clay, Brionna Nomi & Preeti Kamat. (2023) Are We Preparing Teachers to Fight Labor Oppression?: A Critical Community Autoethnography Interrogating Social Justice Teacher Education. Equity & Excellence in Education 0:0, pages 1-13.
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Hillary Parkhouse, Jesse Senechal & Elizabeth Severson-Irby. (2023) Laying a foundation for critical professional development through a research–practice partnership. Professional Development in Education 49:4, pages 725-738.
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Kathryn Struthers Ahmed, Jody Polleck & Lacey Peters. (2023) Building Community and Creating Change: Collaboratively Engaging Diverse Educational Constituents in Schoolwide Equity-Based Work. Action in Teacher Education 45:3, pages 222-241.
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Samantha A. Kahts-Kramer & Lesley Wood. (2023) Guidelines for action learning as professional development to transform Physical Education in low resourced primary schools in South Africa. Action Learning: Research and Practice 20:2, pages 100-115.
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Elizabeth Severson-Irby, Hillary Parkhouse, Erin Drulis & Robyn Lyn. There’s ‘learning in that struggle’: journey mindsets and agency in action research and culturally responsive education. Educational Action Research 0:0, pages 1-18.
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Articles from other publishers (2)

Fitri Aningrum, Vanessa Marie Aliazas & Sol Kim. (2024) Optimizing Elementary School Education through the Implementation of Karawitan-Based Learning Grounded in Local Wisdom. Journal of Basic Education Research 5:1, pages 40-47.
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Hillary Parkhouse, Robyn Lyn, Elizabeth Severson-Irby, Erin Drulis, Jesse Senechal & Fantasy Lozada. (2023) Mapping How Teachers Become Culturally Responsive. Journal of Teacher Education 74:4, pages 383-397.
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